CAA-accredited programs elect the academic and practitioner members of the CAA. Each program, whether accredited in audiology or speech-language pathology, may cast one vote for each vacancy on the CAA, regardless of whether the position is in audiology or speech-language pathology. Candidacy programs are not eligible to vote.
Program directors are encouraged to include all faculty in the relevant profession in the discussion regarding the vote to be cast by the program. Programs are encouraged to review the roles and responsibilities of CAA members as outlined in Chapter V: Operation of the Council on Academic Accreditation in the Accreditation Handbook when considering the candidates for each position as well as the current CAA roster.
Election Schedule and Notification
The program director for each accredited program in good-standing will be sent instructions and the link to the election site on Monday, August 27, 2018, when online voting commences. Voting concludes on Saturday, September 15, 2018 at 11:59pm EDT.
All candidates will be notified as described in Chapter VI: Nominating Committee of the Accreditation Handbook. After the candidates have received notification, the election results will be announced via appropriate publication vehicles.
Candidates for Election to the CAA
The CAA Nominating Committee present the following slates of candidates to serve on the CAA beginning January 1, 2019. Accredited programs will select from among the candidates to fill the five vacancies. The name and affiliation of each candidate is listed below, along with the written statement from each candidate describing the expertise he or she would bring to the CAA.
Slate for Academic Member in Speech-Language Pathology (three vacancies)
Meher Banajee, PhD
Associate Professor and Program Director of Speech-Language Pathology
Department of Communication Disorders
LSU Health Sciences Center
New Orleans, Louisiana
During my forty years of experience as a speech-language pathologist, I have seen our field evolve. Keeping up with changes is a challenge. One way of staying current is to have a thorough knowledge of academic standards and their implementation.
I have been a CAA site [visitor] since 2014 and chair for 8 site visit teams. Although not involved with developing CAA standards, I have been an integral part in their implementation. As chair of the site visit team, it is imperative to be familiar with the standards and to obtain verification of their implementation especially when the new standards were introduced.
I have participated in 2 site visits during my tenure at LSUHSC. I was promoted to program director in April 2017 and had to quickly get ready for the site visit in November of the same year. As program director I had to prepare the agenda, obtain information to verify the standards, get the facilities ready and provide documentation bridging old to the new standards.
I enjoy teaching both academic coursework as well clinical skills. Having the knowledge of CAA standards and their implementation has helped me to develop the curriculum and make effective changes to the program. These include changes in course sequence, format of the comprehensive examination and advising, incorporating research and linking academic knowledge to clinical skills.
Being on both sides of the “fence” has provided me with the expertise I need to be a CAA member and look forward to working with committee if elected.
Lynn Flahive, M.S.
Assistant Professor/Clinic Director
Department of Communication Sciences and Disorders
Texas Christian University
Fort Worth, Texas
I have been an ASHA member for over 35 years. During this time I have been a member of various ASHA boards and committees. My most recent volunteer position was on the Council for Clinical Certification (CFCC) from 2014- 2018, serving as chair in 2018.
During my time on the CFCC, a practice analysis for both professions was done. Based on this information, new CFCC standards were developed. I am familiar with the process that involves peer review, editing of content, approval of standards and then dissemination of the changes. This can be a lengthy process but is one that deserves serious deliberations, respectful consideration of members’ feedback and a willingness to be forward thinking. I firmly believe “change is good.” It just isn’t always easy! Serving as chair of CFCC this year, I have had the opportunity to work with various groups, including CAA, to inform them of these decisions, to answer questions and to be the “positive” face for these changes.
During my time at TCU, I have been a part of our department’s application for CAA reaccreditation (3 times). I am responsible for providing the needed information about any and all clinically related activities and maintaining accurate records. Through the years we have done indepth program reviews that have led to making curricular and clinical changes to ensure we are graduating students who are ready to practice ethically in the new, complex, interprofessional world they will enter.
Dee Lance, PhD
Department Chair, Associate Professor
Department of Communication Sciences and Disorders
University of Central Arkansas
I have served as a CAA accreditation site visitor since 2006 and a Candidacy site visitor since 2010. In 2016 I was elected to serve as the Arkansas SLP representative on ASHA’s Advisory Council. I currently serve as chair of the Department of Communication Sciences and Disorders (CSD) at the University of Central Arkansas (UCA). As department chair, I have worked with faculty to implement the 2017 CAA Standards, coordinated a curriculum overhaul, and completed the reaccreditation process.
Alison Lemke, M.A., MPA
Clinical Associate Professor/Director of Clinical Speech-Language Pathology
Speech, Language, and Hearing Sciences
University of Colorado, Boulder
Significant strengths I would bring to my work on the CAA are my extensive experience as a practitioner and program manager in health care settings, my relatively more recent experience with program development and clinical education in an academic environment, and my lengthy involvement in leadership of professional organizations. My previous career in health care gives me an informed perspective on the knowledge and skills that SLP students must acquire to be successful professionals who provide critical services in this demanding environment. My participation on JCAHO accreditation preparation committees developed my understanding of accreditation processes in healthcare and will be helpful in my CAA work. Through my more recent work in academia, I have developed a strong understanding of the importance of training that adequately prepares our students for contemporary SLP practice, including being effective members of interprofessional care teams. I am also an advocate for the ongoing professional development of clinical educators and the need to further develop our professions’ knowledge base in the area of clinical education. My second Master’s Degree in Public Administration and leadership roles in my state association, ASHA, my state licensure board, and NCSB have given me current expertise in professional issues and the importance of mission-driven strategic planning in program success. All of these experiences have informed my knowledge of what academic programs need to do to optimally prepare students for professional practice, and make me an advocate for strong standards for professional preparation programs.
Gale Rice, PhD
Professor and Dean
College of Education and Communication Sciences and Disorders
Saint Louis, Missouri
There are several experiences I have had which I believe would make me an effective CAA board member. I am in my second term as a CAA site visitor and have chaired several site visits. As a faculty member and program chair I have prepared for our own program to be visited to maintain accreditation. Standards have changed over time and this has required data analysis and developing implementation plans in response to those changes. Since I continue to teach in the SLP graduate program I am aware of the need to monitor our course outcomes and verify that students meet those outcomes which are tied to competencies. As a dean I have also done active development with departments for 3 other accrediting bodies and I serve as a CAEP site visitor. My view of the accreditation process is that it should be a continuous process and not something that occurs every 7 years. It is not necessarily punitive, but can lead to program growth and change. This has certainly been my own professional experience. I believe in the trained peer review process and have benefited from it.
Jane Wegner, PhD
Clinical Professor and Director, Schiefelbusch Speech-Language-Hearing Clinic
Intercampus Program in Communicative Disorders
University of Kansas
I would bring to the CAA the expertise of a seasoned clinical educator who has had a role in implementing the CAA accreditation standards over time. I have an appreciation for the need for changes in our professional practice, and consequently the standards, over time and the flexibility programs need in meeting the standards set by the CAA. I have experience in distance learning environments and am very comfortable using technology. I believe that my expertise in the scholarship of teaching and learning in a clinical setting would be an asset to the CAA.
Slate for Practitioner Member in Audiology (one vacancy)
Cynthia Fenstermaker, AuD, CCC-A
Clinical Coordinator, Speech Pathology and Audiology
Mount Carmel West/Mount Carmel Health System
I am completing my second term as a CAA site visitor (July 2010-2018) and have regularly participated in site visits each year I have served. I have been a member of site visit teams for programs in Audiology and in Speech Language Pathology and Audiology. I have had the opportunity to visit and provide input in the re-accreditation process of multi-campus programs, consortiums, and those incorporating satellite/ long distance learning. I have consistently received positive feedback and excellent ratings from team members as well as from members of the programs visited. I also serve as a candidacy site visitor (July 2015-present) and have successfully completed one candidacy visit. I have assisted with annual site visitor training (“ask the expert”) and have a good understanding of the standards of accreditation. I have the knowledge and skills needed to successfully serve as a member of the CAA committee.
Glenn Waguespack, M.S., CCC-A
Having served on the CAA from 2007-2010, I understand the commitment and workload involved with this Council. During my last year of tenure on the CAA, I was elected as the first Chair practitioner. As Chair, I prepared meeting agendas, served on the standards committee and the communication committee, as well as reviewed all site visit reports. I participated in meetings with ACAE (from AAA) regarding a combined accreditation system and provided testimony about accreditation to the US Department of Education.
My tenure on the CAA occurred before my appointment as a site visitor. As a current site visitor for both candidacy and re-accreditation, I utilize experience from my CAA appointment to better understand the facets of compliance that a program must achieve for accreditation. My service on the CFCC and on the BOE has given me a comprehensive understanding of how programs prepare students for careers in communication disorders.
My experience as both a site visitor and as a member of the CAA, coupled with my experience relative to certification and ethics, has better prepared me to make appropriate accreditation decisions. Audiology standards have changed since my tenure on the CAA, and there are other changes with respect to the policies of the CAA. Being able to integrate these changes with my experiences as a site visitor would provide me with a better understanding of standards utilized in academic and clinical training programs. It would be a privilege to serve on the CAA as an audiology practitioner.
Slate for Practitioner Member in Speech-Language Pathology (one vacancy)
Andrea Moore, SLP.D., CCC-SLP
Lead Speech-Language Pathologist
Bartlett City Schools
I have had the privilege of working in numerous settings over the past 12 years, including acute care, adjunct professor, and school-based clinician. What I have found to be the same across all of these settings is the diversity of the field and the population we serve. Our field is ever-growing and ever-changing and we, as clinicians, must be able to adjust to the changes to best serve our community. I am an agent of change. Since entering the field, I have worked to bring about change in every setting I have worked. For my current setting, I worked to establish my school district as an ASHA CE provider. I regularly supervise graduate clinicians and CFs. I firmly believe that standards and expectations are needed for clinical excellency to be obtained.
Kelly Raub, M.A., CCC-SLP
Good Shepherd Rehabilitation Hospital
I served on the CAA [site visitor] in the past and had a very positive experience. I feel as though I was well prepared and contributed positively to the success of the visit. Professionally, I have supervised multiple students from various universities in the health care setting as well as in an academic, on-site clinical setting. In addition, I served as an adjunct professor at both the undergraduate and graduate level providing knowledge of curriculum and clinical training. This provides me with the knowledge and experience to be an asset to the council. It would be an honor to again serve as a site visitor in order to ensure the quality of the academia responsible for sustaining the future of our profession.